This paper begins with the assumption that the interpretive practices people acquire in social worlds often transfer to their stances toward and interpretations of worlds encountered in literature (Beach, Thein, & Parks, 2007). The goal of this paper is to identify the history and logic behind one student's negative, ambivalent, and positive responses to classroom texts. This paper joins socio-cultural theories of response to literature (Galda & Beach, 2001) with theories of identity (Holland, Lachicotte, Skinner, & Cain, 2002) and cultural models (Gee, 1999) to understand the social and cultural history that this student, Molly, drew upon in her interpretations of texts. More specifically, this paper examines Molly's interpretations of her lived-worlds and the worlds of texts that she read outside of class as locations for investigating social and cultural practices that were relevant to her. This paper develops a case study that looks closely at the cultural models (Gee, 1996, 1999, 2004) that Molly drew upon in her interpretations of her lived-worlds and worlds of texts she read outside of class in order to better understand how social and cultural practices and beliefs mediated her responses to classroom literature. Findings from this study suggest that teaching students to identify, acknowledge, and value the stances that they bring with them to the classroom, while at the same time teaching them to understand the usefulness of other theories for interpreting texts, has the potential to engage students in more critical and thorough interpretations of literature. (Contains 2 footnotes and 1 table.)